Designs, Methods and Practices for Research of Project Management

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http://www.gowerpublishing.com/isbn/9781409448808

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Edited by Beverly Pasian

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Designs, Methods and Practices for Research of Project Management

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Introduction

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Working through methods theory as a graduate student or new researcher is challenging work. Its abstractions, complex language and concepts can contribute to feelings of isolation and selfdoubt that are difficult to overcome. It was only when I started teaching research methods for both undergraduate and graduate students that my appreciation – even enjoyment – of this domain grew. The origins of this book can be traced back to a difficult day in my own doctoral journey when I was struck by the thought that research might not be a collaborative effort, not a ‘team sport’ if you will. Since that day, my perspective and reality have changed … and the result is this book. The notion of research and, specifically, research design being a solo, isolating endeavour has been replaced for me with the certainty that it can be a highly creative exercise, necessitating the involvement of others. This book provides both evidence of that certainty and guidance on how you might approach such collaboration yourself.



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Who Are the Audiences for This Book?

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Students and supervisors of project management research are the primary audiences for this book, but with methods instructors and other, more established researchers also benefiting. New researchers −− Student or new researchers can be easily overwhelmed by the theory, practice and execution of original research. This feeling can be reinforced by isolation from supervisors or instructors who are new to their roles as research ‘guides,’ or uncertain of the issues and challenges specific to the domain of project management. Understanding the requirements of a clear, credible and executable research design is something achieved through the careful and repeatable visiting of appropriate theory and examples. New researchers shouldn’t meet this challenge on their own – and they certainly don’t have to. This book offers the voices of dozens of researchers who have themselves benefited from collaborating with others. They have not only experienced the research journey themselves but also are able to distill from this specific instruction and references of direct relevance to new project management researchers. Supervisors and tutors −− As a key player in the research student’s journey, supervisors have their own needs for information and instruction. Regardless of levels of experience or familiarity with the associated issues, all supervisors can benefit from the perspectives of others and, in this case, those specific to the project management domain. Each chapter is (co)written by someone with supervisory experience. Instructors/Lecturers −− Some readers may be staff and/or faculty working within higher education responsible for teaching research methods for project management students (at both undergraduate and graduate levels) who may not have supervisory responsibilities. This book can be of m

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assistance as a textbook in courses at both levels and has been structured to walk an instructor through a basic teaching path. Suggestions for following the book within the confines of a broad teaching plan are provided further on.

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The Structure of the Book

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Several core sections separate the book’s content and are presented to enable a researcher, student or supervisor to move through various stages of a research project from proposal to publication. The following are brief descriptions of each.

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Section descriptions

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1. Foundational elements Positioning your research requires an understanding of conceptual issues upon which you can orient your research questions and design. This is not an easy task, and one certainly not unique to project management. Experienced researchers have provided insight and instruction in the opening chapters along with examples and references to hundreds of references. Of special interest is the fact that many of these are from across disciplines in management studies outside of project management. 2. Focusing your research effort Once you have identified a problem, phenomenon or curiosity of interest, bringing it into focus as an area of research suitable for investigation is the next step. This will be affected by many personal and professional influences as you wrestle with the demand to clearly articulate the question(s) your research will answer. Ultimately, however, you will need to position your interest amongst the work of existing research in the relevant fields. This section contains both instruction and examples. 3. Specific data collection and analysis techniques Both qualitative and quantitative methods, tools and techniques are shared in this section. Rather than introduce a strict demarcation between ‘quant’ and ‘qual’, I’ll let the submissions speak for themselves. Taking a meta view of these chapters (along with those in Section 4), one could see a shift, perhaps, away from the quantitative approach to project management research that has been historically dominant. 4. Examples of mixed methods strategies Interest in the ‘third movement’ of methodological theory has been significant in project management – a reality demonstrated by the unexpectedly high number of submissions based on mixed methods strategies. This development warranted an entire section of such chapters. 5. Unique environments for project management research Building on the methodological issues of earlier chapters, this section includes examples of research designs successfully executed in various (and sometimes unusual) settings. Firmly believing in the value of case examples and the power of self-selection, these were included not just to instruct but to inspire. 6. Writing as a future researcher The use of social media has only begun to assist researchers identify and examine project management phenomenon. Early papers and presentations are thrilling as they reveal new

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insights through the use of new techniques to pinpoint, analyse and explain data. This development shows the living nature of methodological theory and, is similar to the impact of multi/mixed methods design in creating new opportunities for data collection and analysis. 7. Benefitting from experience: supervisors and publications The struggle with the abstractions of research can be alleviated when examples of their ultimate form are provided. Writing a journal article, for example, can be straightforward exercise when the structure, components and purpose of each are understood. The logic of a basic five or six-chapter structure of a master’s or doctoral thesis (in the social sciences) can be more apparent when demonstrated by others. How such work can be translated into other publications is also a logical extension of a new scholar’s work post-candidature and one that is made a little easier when, again, shown by others. These activities are common to new and emergent research scholars and certainly not unique to those in the project management domain. The purpose of this section is, however, to bring a focus to that area with the perspective of those who have achieved those results.



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Chapter elements

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Motivation statement −− Contributing authors joined the project by invitation or self-selection. In each case, I was curious as to why they wanted to be part of the effort and asked them to write a motivational statement. The voice, perspective and details vary with the authors themselves and, in doing so, might be encouraging to readers. Abstract −− Each chapter begins with an abstract that provides a brief but focused description of the chapter with slight variations reflecting the type of chapter content (for example, original research, case study, commentary or more purely instructional). Differences exist amongst them, and readers are encouraged to consider how the tone, style and content introduce the content in each chapter. Chapter goals −− Authors were asked to write specific goals that would provide both a focus and measurability to the reader’s engagement with the material. Instructors and supervisors can also use these along with the ‘tips’ to creation sub-sections for specific guidance. Keywords −− As a standard element of academic writing (and many textbooks), keywords identify the topics or sub-topics of significance in the chapter and support the larger index of the book. As was the case with the abstracts, readers are encouraged to consider the different approaches to this critical chapter element. Figures and tables −− Visual content is an invaluable approach to teaching and learning and one that was encouraged amongst contributors. More than 100 original and previously-published figures and tables are included. Tips for supervisors −− For each chapter, author(s) were asked to provide specific direction to the intended readers to focus their engagement on the material. Many of the chapters – especially in Sections 1 and 2 – contain abstract elements that might be used in different ways in the preparation of research proposal and/or the management of student activities. Each

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Each chapter contains the same collection of elements, each with their own purpose and style.

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‘Tip’ is intended to bring focus to your thinking, encourage group/peer discussion or interaction between supervisors and students. Tips for students −− Familiarity with the topic of each chapter will certainly vary amongst readers but, as is the case with the supervisory tips, points have been provided for students. These can be used by students individually or in peer groups, and/or in combination with those provided for supervisors. Questions and/or exercises −− Again with supervisory or peer engagement as a key goal, questions or exercises have been included in each chapter. Authors were free to include either element, so one might take a moment to consider why the material of a particular chapter lent itself to one or the other – is there a normative or formative distinction to be made or was it simply the author’s disposition? Readers are encouraged to pause with each chapter and use these elements to challenge their understanding of the material. In many (if not most!) cases, there are no ‘right’ answers – a reality that reflects the inherent nature of project management as a social science. References and suggested readings −− More than 1,000 individual references are provided throughout the book covering a range of topics and sources. rpu

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Different Approaches to the Chapters

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Designs, Methods and Practices for Research of Project Management

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Articulating your question

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In anticipating the needs of readers, chapters have been categorised under different themes. Readers can, of course, follow the seven-section structure explained above, but the following groupings offer more focused guidance.

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Novel or incremental contributions: the construction of research questions (Chapter 9). Moving from hunches to a research topic: salient literature and research methods (Chapter 10). Moving from hunches to an interesting research topic: defining the research topic (Chapter 11). b.c

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There’s no avoiding the fact that ‘The Question’ will change multiple times over the course of a research project. For those new to this challenge, they often make this their first test and, unfortunately, perceive themselves to be failing. (Supervisors need to be especially supportive here, and counsel their candidates that this needn’t be the case.) The language, purpose and impact of each question changes with each revision, and the following chapters help bring these issues into more manageable perspectives:

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Engaging the literature

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Students or new researchers often approach their work either with a clear idea in mind or looking for inspiration. In both cases, existing literature is an invaluable resource, as the following chapters will demonstrate:

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Finding a way in the Broceliande Forest: the magic domain of project management research (Chapter 4). Moving from hunches to a research topic: salient literature and research methods (Chapter 10). Developing a critical literature review for project management research (Chapter 13). Critical engagement of previous research (Chapter 14). we rpu b.c om

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Appreciating the fundamentals

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Project management research: addressing integrative challenges (Chapter 1). Project management research: social dimensions and organisational context (Chapter 2). The paradigm as steering mechanism for new research endeavours (Chapter 3). Finding a way in the Broceliande Forest: the magic domain of project management research (Chapter 4). Ontology and epistemology (Chapter 5). Ethical considerations in project management research (Chapter 12). we

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Philosophical and paradigmatic issues concerning the research question, topic and eventual thesis are challenging in any domain. Readers are fortunate to have scholars who have addressed these key fundamental issues in a project management context and offered their thoughts in the following chapters:

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A teaching path

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Project management research: addressing integrative challenges (Chapter 1). Project management research: social dimensions and organisational context (Chapter 2). The paradigm as steering mechanism for new research endeavours (Chapter 3). Finding a way in the Broceliande Forest: the magic domain of project management research (Chapter 4). Research methods and success meaning in project management (Chapter 7). Novel or incremental contributions: the construction of research questions (Chapter 9). Moving from hunches to a research topic: salient literature and research methods (Chapter 10). Moving from hunches to an interesting research topic: defining the research topic (Chapter 11). Critical engagement of previous research (Chapter 14). An agile approach to the real experience of developing research methodology and methods (Chapter 19). The voice of experience: an interview with Lynn Crawford (Chapter 35). Supervisors and their sociological (and sometimes seemingly illogical) imagination (Chapter 36). Common flaws in project management research reports (Chapter 37). Publish or perish: transform your thesis into a tangible product (Chapter 38). .co

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Instructors of research methods have an enormous selection of books to choose from, but for those teaching a project management context, course or program the following chapters can be a helpful sequence:

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Team-based project management research Working with partners in project management research is an enormous opportunity for learning, publishing and networking. Each of the following chapters demonstrate research teams where this has successfully occurred:

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Enter or not: how to gain and sustain access to research sites (Chapter 21). The value of mixed methods (Chapter 23). Managing research in large collaborative teams (Chapter 24). An empirical research method strategy for construction consulting service projects (Chapter 27). A practical research method: the NETLIPSE case study (Chapter 28). Using multi-case approaches in project management research: the MEGA Project Experience (Chapter 29).

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Using case examples

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Name A current research example: CCCPM Case: A commercial study Case study: Dr Alejandro Arroyo (2009) Considering case studies in project management Vignette: combining action-oriented approaches in project management Vignette: systems analyst using action research Major AR cycle: the CYPRASS project Alpine Way reconstruction in Thredbo, Australia Site 1: engineering consulting organisation Site 2: outsource provider in a government department Example case: a mixed method project framework Case context: the reality of a large team collaborative research Doctoral research: engineering projects in Dutch process industry Doctoral research: e-Learning in project management Post-doctoral research: construction consulting services projects The NETLIPSE case study The MEGAPROJECT investigation Challenges and complexities post-conflict societies (Kosovo) Complexities of oil and gas exploration industries Social network analysis of American public health programmes Programme description: Love Luton Festival

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Chapter 6 8 10 and 11 16 17 17 18 20 21 21 23 24 25 26 27 28 29 30 31 32 33

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The best tool to provide instruction is often a case or experience. To this end, many are included that reflect different aspects of project management research in multiple team environments, organiaations and industries. You will find such content in the following locations:

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About the Contributors

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Project management researchers and practitioners from around the world have contributed to this book. You will find members of the academy, project management practitioners and professionals from all levels of government offering their insights into various elements of the research experience. Each of them has an active and direct connection to both the practice and research of project management. Please take a moment to review the List of Contributors.

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